The faces of the investigative prism that constitutes research anchored in neurodiversity

On the international scene, several studies focusing on teaching and learning mathematics are based on the neurodiversity paradigm. However, a reassessment of assumed practices and objectives is essential, as when addressing neurodiversity, some traditional practices and objectives may become inappropriate or harmful to the community of neurodivergent people. Intending to share a discussion about the investigative prism that constitutes research that is based on neurodiversity, this study seeks to answer the following question: What are the aspects of the investigative prism in research anchored in neurodiversity that we can highlight as urgent in mathematics education? Using the conversation technique as proposed in qualitative research in the methodology, three aspects were identified as answers: (1) the stimuli and motivations coming from different agents, (2) individual particularities, and (3) tensions between clinical and sociological perspectives.